Aims

Since the 1980s Japanese literature has undergone much change, causing some critics to claim that Japanese literature has been destroyed by writers such as Murakami Haruki and Yoshimoto Banana. While the main focus of this module is literary text, the module may also introduce other types of fiction when relevant. Throughout the module we will be studying works by one or more writers who have been active since the 1980s. Our main purpose is to examine ‘meaning’ of specific works. Depending on interpretation this will likely take us through current topics such as gender, normativity and violence — topics that some students may be sensitive to or find disturbing.

The key aims of the module are as follows,

1) To introduce key contemporary Japanese literary works and other fiction. Period of interest: from ca. 1980 to the present.
2) To understand socio-cultural themes in literature and fiction in relation to contextual issues in contemporary Japan.
3) To familiarise students with primary literary and cultural criticism within the field of contemporary Japanese literature and cultural studies.
4) To develop critical analytical skills.

Outline Of Syllabus

The first week establishes the theoretical background of the module and introduces relevant academic debates and approaches to the study of contemporary Japanese literature and culture. The following weeks are divided into key readings including include novels and short stories by Murakami Haruki such as Norwegian Wood (1987), Sleep (1989) and The little green monster (1991). All required readings are read in translation, but non translated works will also be introduced throughout module. While the main readings consist of literary works, students are also required to read secondary sources on relevant issues in contemporary Japanese society as well as theoretical texts on relevant topics.

Teaching Rationale And Relationship

The module begins with a lecture given by the module leader. This ensures that students get a chance to fully engage with the structure of the module and ask any questions they may have. This time will also allow students to get to know the instructor and the other students which is vital for a healthy study environment.

The following 3-4 lectures and seminars (depending on group size and length of novel) are then focused on a specific novel/text. Each work will be examined through 4 steps:

1) An instructor-led seminar, which allows all students to freely give their own impression of the selected literary works before any possible analysis have been presented to them.
2) Student-led seminars, which students have signed up and committed to lead early in the semester. During the seminar, the leading students will give a detailed presentation with their own analysis of the work. This is then followed by a group discussion which the presenting students are also expected to lead.
3) Lecture given by the instructor. This step builds on the previous seminars but takes the topic/work to a deeper theoretical level. Here the instructors (and/or other scholars) reading of the work will be presented in detail. The lecture is always given towards the end of the the examination of a work in order for students to appreciate that there is never only one way to read a literary work.
4) Final instructor led-seminar discussion. These seminars allows students to reflect on everything they have studied in relation to the specific work and any possible connections to previous read works. It is given at the point when students will have read the work, heard all presentations, participated in the initial discussion, attended the lecture and read secondary readings. The final seminar is thus given as a way to offer students a chance to contribute their own conclusive thoughts on each work, but with enough time to reflect on what they have experienced at each stage of engagement with the text. This will also allow them to reflect and understand their own though processes.

In drop-in surgeries, the students can seek advice from the module leader on the coursework and their personal progress.

Throughout the module, audio visual materials including films and documentary will also be used to support learning. Time will also be dedicated to sessions on how to do a presentation and write an essay.

To gain fully from the module, students are expected to engage actively and express their opinion and thoughts in seminars and in writing on Canvas.

Assessment Rationale And Relationship

The essay will allow students to demonstrate a solid knowledge of contemporary Japanese culture and society, developed via critical analysis of popular cultural texts. Goal setting & action planning, independence and active learning will be tested together with written skills, critical thinking, innovation and creativity and self-awareness and reflection.

The oral presentation will test students’ skills in orally presenting information in a coherent and succinct manner. They are also expected to show leadership abilities by taking charge of the following discussion.